Connected learning aims to engage students through their personal interests by connecting in-school learning to out-of-school interests through production, academics, and peer culture using digital media and networks. Research shows gaming can benefit learning by fostering identity, interaction, production, risk-taking, and challenge. Educators are incorporating games, simulations, and game design into classrooms to teach complex problem-solving and systems thinking. Resources for connected learning include organizations, conferences, and tools that support game and simulation-based learning practices.

1. Connected Learning
Dani Herro, Clemson University
@daniherro
Gaming the System with Meaningful Play

2. Background
Augmented Reality (Squire)
WOW (Steinkuehler)
New Media Literacies (Jenkins et al.)
Games+Learning+Society
Whitepapers, Reports & Trends

3. what next?

4. Connected Learning

5. *disclaimer*
I don’t know everything.
#gls9daniherro

6. What is connected learning?
What might it mean to me?
my students?
Where do I begin?

7. personal interests
passions
home, school, peer culture
production centered
academically oriented

8. personal interests
passions
home, school, peer culture
production centered
academically oriented
Digital Media
Networks

9. Arguments to bring games into classrooms (Gee, 2003, 2004,
2005, 2007; Ketelhut, Dede, Clarke, & Nelson, 2006; Klopfer, 2004; Squire 2005, 2006, Jenkins &
Squire, 2004; Steinkuehler & King, 2009)
Game-making as a window into rich meaning-making
(Kafai 2006; Gee, 2007; Osterweil & Salen, 2009; Salen 2007; Steinkuehler, 2010;Torres, 2009)
Game design curricula as a viable method of teaching
complex and collaborative problem solving,
strategizing, systems thinking and emulation of real-
world processes (Barab et al, 2007; Gee, 2003; 2007; Shaffer, Squire, Halverson &
Gee, 2005; Squire, 2008)
Recent traction with national education initiatives and
studies (Project Tomorrow, 2010; US Department of Education, 2010)

10. A few statistics...

11. kids and gaming

12. PROFILE of a GAMER
(Madden, Lenhart, Duggan, Cortesi, & Gasser, 2013)

14. The Reality
Technology, digital media and
game-like tools, thinking or
environments is pervasive.
The world we live in

15. GAMIFICATION

16. Why does this matter?

17. Media, Simulated and Game-based
Futures
Real-world problems
Social and cultural contexts
Simulated environments
Visual
Collaborative
Blurring of reality/fantasy

19. Both
Game play or game
design?
Games

20. Principles of Good Games - for players and designers
to consider (Gee)

21. Identity

22. Interaction

23. Production

24. Risk-Taking

25. Challenge

26. Agency
control + ownership
understanding who you are so you can serve others
allows you to take risks
supports productivity
makes challenge feel comfortable

27. education

28. Where do I look?
How do I connect research to practice?

29. Games+Learning+Society

30. WIDS
The connection....what might you find here?
Projects

31. DML Central

32. The Connection
What might you find here?
Text
Professional
Development

33. Institute of Play

34. The Connection
What might you find here?

35. Games for Impact

36. The Connection
What might you find here?

37. d.school http://www.k12lab.org/

38. The Connection
What might you find here?

39. In Practice: Examples

40. Lucas Gillispie
Edurealms.com

41. Peggy Sheehy

42. Meet Patrick

43. Game Design Curriculum
IdentityIdentity
InteractionInteraction
ProductionProduction
Risk TakingRisk Taking
CustomizationCustomization
Well-orderedWell-ordered
problemsproblems
System-thinkingSystem-thinking
Distributed knowledgeDistributed knowledge

44. • ARIS + TED Talks - (iPod Touch)
• Blackboard + Google Apps (Docs, Sites, Forms)
• Scratch, Kodu
• PhotoShop
• Skype, Google Hangout
• YouTubeVideos
• Daqri - QR Codes

45. The aftermath
~Computer Science Principles: Computational Thinking Practices (The College
Board, 2011)
~Computer Science Teachers Association (CSTA) K-12 Computer Science Standards
(2011)
~ISTE NETS for Computer Science

46. Final Notes
IMPACT?

47. Inspiration in the School of Education - Clemson

48. #Riot

49. References
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
Gee, J. P. (2007). Good video games + Good learning: Collected essays on video games learning and literacy. New York, NY: Peter Lang.Gee, J. P. (2007).
Kafai, Y. (2006). Playing and making games for learning: Instructional and constructional perspectives for game studies.Ketelhut, D. J., Dede, C., Clarke, J., & Nelson, B. (2006, April). A multi-user virt
environment for building higher order inquiry skills in science. Paper presented at the 2006 AERA Annual
Meeting, San Francisco, CA. Retrieved from http://muve.gse.harvard.edu/rivercityproject/documents/rivercitysympinq1.pdfKlopfer, E., Ostewil S., and Salen K., (2009). Moving learning games
forward: Obstacles, opportunities and openness. Cambridge, MA: The Education Arcade. Project Tomorrow. (2010). Creating our future: Students speak up about their vision for 21st century learning
Speak up 2009 national findings. Irvine, CA: Author. Available from http://www.tomorrow.org/speakup/pdfs/SU09NationalFindingsStudents&Parents.pdf
Squire, K.D. (2005). Changing the Game: What Happens When Video Games Enter the Classroom? Innovate 1(6). doi:10.1.1.101.993Squire, K. D. (2008). Video games and education: Designing learni
systems for an interactive age. Educational Technology, 48(2), 17.Squire, K. D., Giovanetto, L., Devane, B., & Durga, S. (2005). From users to designers: Building a self-organizing game-based learning
environment. Technology Trends, 49(5), 34–42.Squire, K.D. (2006). From content to context: Videogames as designed experiences. Educational Researcher (35) 8: 19-29Squire, K.D. (2011). Video gam
and learning. Teaching and participatory culture in the digital age. Teachers College Press: New York, NYSquire, K., & Jenkins H. (2004). Harnessing the power of games in education. Insight (3) 1, 5-3
Salen, K. (2007). Gaming literacies. Jl. of Educational Multimedia and Hypermedia. 16(3), pp. 301-322.Steinkuehler, C. (September, 2010). Video games and digital literacies. Journal of Adolescent &
Adult Literacy. 54(1). pp. 61-63.
Steinkuehler, C., Alagoz, E., King, E., & Martin, C. (2012). A cross case analysis of two out-of-school programs based on virtual worlds. International Journal of Gaming and Computer Mediated
Simulations (IJGCMS) 4(1), 25-54, January-March 2012.Steinkuehler, C. & King, B. (2009). Digital literacies for the disengaged: Creating after schoolcontexts to support boys’ game-based literacy skill
On the Horizon, 17(1), 47-59.Torres, R. J. (2009). Learning on a 21st century platform: Gamestar Mechanic as a means to game design and systems-thinking skills within a nodal ecology. New York
university: ProQuest Dissertations.
U.S. Department of Education, Office of Instructional Technology (2010). Transforming American education: Learning powered by technology. Washington D.C.

50. Links to resources
ARIS http://arisgames.org/
Edurealms http://edurealms.com/
Kodu http://www.kodugamelab.com/MIT App Inventor
http://appinventor.mit.edu/)
Unity http://unity3d.com/
WowinSchoolWiki http://wowinschool.pbworks.com/w/page/5268731/FrontPage